"Reading is to the mind what exercise is to the body"
Sir Richard Steele (1672 - 1729)

English at Sunninghill uses those methods in the classroom that really work. Children learn when they are relaxed, happy and engaged. Not only do we follow a formal structure but we also have the freedom to spontaneously follow an interesting line of enquiry. We aim for excellence whilst keeping enjoyment a top priority. Big Writing is a regular feature of English lessons along with author visits, writing workshops, book fairs, theatre trips, LAMDA and competitions.

Link to Big Writing http://www.andrelleducation.co.uk/about-us/latest-news/big-writing-results-in
Link to LAMDA on this site http://www.lamda.org.uk/

Thinking Skills

Thinking involves both sides of the brain; the right side controls areas that require us to see the ‘big picture’, to make connections and see relationships. Relaxation is key to allowing both sides of the brain to work. At Sunninghill we use mind-mapping in all curriculum areas. The left side of the brain controls spoken and written language and the ability to communicate verbally.

Children learn how to manipulate language when they start to write but in order to master this skill they first have to work on their speaking and listening skills. To do this they work with a partner or in groups to share ideas and experiences, plan, predict and explore ideas before presenting to an audience.
http:/www.aspiroweb.co.uk/Relax.aspx

Learning how to learn

We ask challenging questions so that children learn how to learn and develop a strong sense of identity. They are motivated to learn when they are engaged and know why they need to learn something. This in turn strengthens their self-esteem. Emotional intelligence is defined as ‘the ability to control and use our emotions to enhance our success in all aspects of our lives.’ (Michael Brearley, Emotional Intelligence in the Classroom (2001)). Teachers have a thorough knowledge of pupils as individual learners and a commitment to their intellectual, cultural and aesthetic development.

Concrete experience

Children use their experiences of life as well as art, drama, annual celebrations, seasonal activities and class outings to incorporate different elements of the New Literacy Framework. They become familiar with different text types through reading, discussion and language games. We produce the right conditions for children to express their ideas with confidence, to see the world a little differently, to alter their attitude or behaviour and think creatively.

Cultural enrichment

Through the study of works from other cultures, children’s perspectives of the world are broadened and they learn empathy, tolerance and respect for people of other races and faiths. Language is the medium both for communication between people and through which individuals make sense of the world for themselves. At Sunninghill the texts studied are chosen for their wide cultural diversity.